Leveraging Teacher Recruitment, Development, and Retention to Address Educational Equity Goals

• In Event: Teacher Recruitment, Retention, and Lived Experiences

Abstract

This paper uses an urban district in the southeastern US to examine how urban districts advance educational equity with a particular focus on teacher recruitment, development, and retention practices. Equitable teacher recruitment, development, and retention practices are paramount to creating equitable educational opportunity for students. Teacher recruitment and retention are issues of national and local relevance; the national teacher shortage continues to worsen, disproportionately harming racially and economically marginalized students. District use of ESSER funds have the potential to powerfully address these issues. We analyze the extent to which the district’s current initiatives and uses of ESSER funds advance their equity goals through teacher recruitment and retention and make recommendations to better pursue equity in and through these policy arenas.

Authors

• Angela M. Cox, Vanderbilt University

• Kathryn James McGraw, Vanderbilt University